Abstract of the lesson in accordance with the federal state educational institution kindergarten. Memo in the design of writing a summary of direct educational activities in the preschool

Albina Maksimova
How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard preschool education

How to write a summary educational activities taking into account GEF DO? FAQ colleagues contributed to the preparation of the consultation, which consists of two parts. The first part is this consultation and the second part is a summary of the "Unusual Snowman" modeling lesson.

Dear colleagues, it should be noted that there may be slight differences in each region, but you should always remember that the abstract must be methodologically competent.

To begin with, at present, a clear replacement of the word “occupation” with this moment No. Classes in kindergarten are always organized in a playful way using a surprise moment, a problematic situation, holding physical education sessions for the physical activity of pupils and health-saving technologies.

Organized educational activity - OOD (according to GEF) reflects specific educational activities.

- Title page. The direction of educational activity is indicated (for example, Synopsis of educational activities on speech development. Speech development in the second junior group on the topic: "Autumn has come to visit us.")

- Program content. I would like to draw the attention of teachers to the mistakes that colleagues most often make. Many people write “PURPOSE” when planning educational activities (OD, instead of “PROGRAM CONTENT”. This is methodologically incorrect. Usually, we write the goal, for example, when planning the theme of the week, when developing a project, entertainment, holiday and other time-consuming educational activities, since the goal cannot be achieved, for example, in 10-15 minutes of educational activity at a younger preschool age.

“GOAL is what they strive for, what they want to achieve, to realize.” (Ozhegov S.I., Dictionary of the Russian language). The goal is the overall result.

Moreover, there is ONE goal, but there can be MANY tasks. The goal always answers the question: WHAT? (Formation, expansion, improvement)

A TASK is something that requires fulfillment, permission. (Ozhegov S.I., Dictionary of the Russian language.)

Tasks should be implemented during the lesson, and they should be specific to the topic and there should not be too many of them.

Tasks can be replaced by the phrase "program content" and divided into three groups: teaching, developing, educational (educating).

Here I also want to draw your ATTENTION to an interesting nuance: many teachers instead of the word “EDUCATIONAL” write the word “EDUCATIONAL”, meaning only teaching tasks. But the concept of the word "EDUCATION" (read the law "On Education in the Russian Federation") includes both training and education. This means that educational tasks will be both teaching and educational together. In this case, we plan only two tasks: developing and educational. The task always answers the question: WHAT TO DO? (to train, to form, to attach)

- Material and equipment(demonstration material and handout material.);

- vocabulary work(activation of the dictionary during the lesson);

- preliminary work(conversation, looking at illustrations, books, encyclopedias, reading poems, stories, preparing background templates for drawing, etc.);

- Methods and techniques(during the OD);

- The course of educational activities:

Organizing time.

Dividing children into subgroups or organizing educational activities through a daily group ritual (children gather in a circle where they play a word game, count how many children are in a circle, how many girls and boys, name the days of the week, work at the calendar of nature in older groups, etc. .) or when dividing into subgroups (cards by color, who has blond hair, who has buttons, etc. It is very important to take into account the level of development, for example, "The Smurfs" - with high level development and "Smeshariki" - medium.)

Introduction(motivational stage).

The teacher should motivate children to include upcoming activities with the help of a problem or game situation.

For example, children find a letter and find out that autumn invites them to visit. Problem: Autumn lives far in the forest, how to get to it?

The main part (content, activity stage).

In the main part, the teacher:

Applies pedagogical methods that are aimed at enriching creative imagination, thinking, memory and speech.

The teacher activates the thinking of children with the help of search and problematic questions.

Search questions: Where? Where? Where? How? When? Which? Search questions develop observation and attention.

Problem questions: Why? For what? What would happen if? How? These questions require a certain motivation for answers, understanding cause-and-effect relationships, establishing semantic associations, and are directly related to the development of logical thinking.

Questions should contribute to the formation of judgments. The teacher helps to put forward assumptions, hypotheses, substantiate them and draw conclusions. Through the use of these questions, the speech activity of children will increase.

For example, the teacher asks: “Guys, how can we quickly get to the forest where Autumn lives?” (Or refers separately to the child, etc.). Then a question for reflection: "Why do you want to go by bus, and not on foot?". Children's answers. You need to accept any child's answer, even if it is not correct. This approach contributes to the development in children of the desire for active participation, the desire to express their opinion on a particular issue during educational activities.

Thus, the child analyzes the situation and explains: “By car, you can quickly get to the forest and you won’t get tired, but on foot until you reach the forest through the whole city, you will get tired and it will become dark.”

Didactic games.

It is desirable to use subject actions with models and diagrams, as well as methods of comparison and generalization. Collective and individual forms of work (in pairs, groups) are possible.

Involves children in different kinds activities. In the process of activity, children acquire new knowledge and ways of action.

For example, the teacher asks: “What will happen if the leaves on the trees remain green for the winter?”, “How can you save beautiful autumn leaves? Children offer their options, the teacher clarifies and generalizes knowledge.

The result of the main part: a new mode of action or new knowledge is assimilated (the trees stop sap flow and fall into hibernation and drying the leaves for crafts or to create the Herbarium folder).

Final part(reflexive stage). It is necessary to fix new concepts and new knowledge. To do this, the teacher reminds or, together with the children, lists the stages of work in the course of the OD.

Adult Questions:

I am very interested to know what new, interesting things you learned today?

And now, let's remember what we did.

What did you (referring to a specific child) enjoy playing the most?

Which child would you like to praise and why?

Well done! You also made me very happy with your knowledge. I am proud of you.

Dear colleagues, I will be glad to every comment and wish.

CONTINUED IN THE SECOND PART.

Related publications:

The speech developing environment of the preschool educational institution in accordance with the Federal State Educational Standard of preschool education DEVELOPING ENVIRONMENT is a natural environment, rationally organized, saturated with a variety of sensory stimuli and games.

Summary of the integrated GCD for the development of speech in accordance with the Federal State Educational Standard for Preschool Education "Funny Toys" Abstract open class on the development of speech of an integrated GCD in accordance with the Federal State Educational Standard of Preschool Education Topic: "Funny Toys" Topic:.

Purpose: to continue to acquaint children with the work of P. I. Tchaikovsky "Children's Album" Tasks: 1. develop aesthetics, imagination, music.

Summary of the lesson in accordance with the requirements of the Federal State Educational Standard in the second junior group Theme: "Christmas tree". (Nalep from plasticine) Tasks: Continue to teach children how to roll small balls out of plasticine and attach them to cardboard.

1. The abstract uses font - Times New Roman, size 14, line spacing - single, alignment to the width of the sheet.

2. The title page of the abstract contains:

Full name of the organization according to the charter (above, in the middle);

Name of the event: summary or scenario of a pedagogical event with older children preschool age on the topic of:…; or a summary or scenario of directly educational activities with children of middle preschool age on the topic: ... (in the center, in the middle);

Educational area:

socio-communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

Full name of the teacher, position, qualification category (if any);

2015-2016 academic year (bottom, center).

3. When writing a summary, the teacher must: * formulate the goals and objectives of the GCD and its individual stages,*disclose the structure and subject content of GCD,*demonstrate mastery of methods and techniques for motivating educational and educational activities, organizing the educational activities of students,*illustrate with examples the consideration of the individual characteristics of the pupils and the specific characteristics of the group in which the GCD will be carried out.

4. The main components of the abstract:

topic GCD;

the purpose of pedagogical activity;

definition of tasks as a system of intermediate results that specify the achievement by the teacher of the goal of GCD;

Dictionary activation:

Preliminary work:

Developing subject-spatial environment:

Used technologies (methods):

Bibliography:

Description of the content of the GCD and ways to organize the achievement of the planned results by pupils;

Summarizing.

1.Purpose of activity : is the end result of working with children.Verbs used: improvement, education, preservation, systematization, enrichment.

the focus of the goal on the expected and diagnosable result of the GCD;

correspondence of the goal of the GCD to the psychophysical capabilities, abilities, needs of pupils of a given age;

the reality of achieving the goal during the GCD;

presentation of GCD tasks as a system of teacher actions to achieve the goal;

2. Tasks in relation to the goal, they are the means by which the goal outlined in the lesson is realized, in other words, through the formulation of tasks, it should be clear how the goal is solved.

The abstract must indicateeducational (th), developing (th) and educational (th) tasks (task). Recommended tasksform a verb in an indefinite form: consolidate, generalize, shape, develop, educate, exercise, stimulate, promote, etc.

Objectives should be clear and specific (not justexpand (fix) children's ideas about winter , and what exactly do children learn (reinforce) about winter as part of this lesson). This also applies to the formulation of developmental tasks: not justthe development of the mental abilities of children, and which ones specifically (list).

3. Dictionary activation: write down new words and phrases that are introduced into the children's active vocabulary.

4.Pre-work:

Reading fiction(indicate the author, title of the work);

Conversations, situational conversations (indicate the topic, purpose)

Games (name)

Listening to musical works (specify the name), etc.

5. Developing object-spatial environment includes: (equipment: demonstration and handout material, props, materials used, mise-en-scene).

6.Used technologies (methods):

ICT technologies

Health saving

Gaming, social gaming

TRIZ

Problem based learning, etc.

In technologies, describe methods and techniques, games.

7. Bibliography write in accordance with the rules of the bibliography. Order of the Federal Agency for Technical regulation and metrologydated April 28, 2008 No. 95-s"On approval of the national standard of the Russian Federation GOST R 7.0.5-2008 "System of standards forinformation, librarianship and publishing".

8. Description of GCD content and ways to organize the achievement of the planned results by pupils. There are 3 stages of work in GCD:

Introduction

It is necessary to reflect how it is provided:

– psychological mood for the upcoming activity,

organizing attention,

Motivation for the upcoming activity (acquaintance of children with the features and objectives of the upcoming activity, creating a problem situation),

Actualization of existing knowledge, ideas, if possible, establishing a connection with the past experience of children.

Indicate (describe) what motive is used, how children are involved in understanding the task (goal) facing them, and what needs to be done in accordance with this. If a game of a working mood is used, then indicate what and what its essence (goal) is.

It is necessary to focus on the motivation of the lesson

Cognitive motive - the basis of the child's curiosity when he is interested to know. It can be seen from the behavior of the child that he needs it, it is important.

The motive of benevolent relations - I want to be friends with peers and educators.

activity The child needs something to do.

Game - the presence of a toy + help or a erudite toy (Dunno comes and asks for help).

If a toy comes and asks us for help,then what motive do we include in the child? (either benevolent or active). This motif is best used on younger children, the older the children, the less effective it is.

Motivation for communication in conditions of helping an adult (no need for a toy, the educator himself raises the question “Will you help me” or “I don’t know this”)

For example: You know, guys, I don’t understand how Siberian tea drinking differs from Japanese tea? I put the question myself and say that I don’t understand something. And I do not answer for the children, I ask leading questions.What motive do we move the child? (either active or benevolent)

Self-interest motivation - This is aerobatics. If you activate it in the classroom, then you are very smart (the motivation of personal interest is “Who wants to play?”) Try to play with the children while no one sees you, tell them in the morning who wants to work out, put away the toys, and who doesn’t want to, you can continue play).

In the main parts the main tasks of the activity are solved, conditions are created for the active activity of children.

Here it is necessary to indicate the types of activities that are used ( didactic game(exercise), dynamic pause, independent work children on ..., experimental activities of children, examination, conversation, etc.), methodological techniques, forms of organization of children.

Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember things that will help them get to know new topic(updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.The discovery of new knowledge or skill. The teacher, with the help of an introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty, and go through it using new way activities (actions).

Final part: Content should be displayed to:

to consolidate and generalize what the children have learned, what the children have learned (appropriate exercises, games are planned),

to evaluate the results of the lesson, to involve children in mutual evaluation and self-evaluation (indicate how the lesson is summed up, what attention is drawn to -the specified content should be aimed at understanding by children the dependence of the result obtained on the quality of work (taking into account the specifics of the type of activity, the level of interaction between children, the manifestation of the necessary personal qualities).

A positive point is the presence in the final part of the emotional mood for subsequent activities, for the use of the information received, the acquired skills in independent activity.

In order to meet the criteriaThe competence of the teacher in the methods of working with children "(the level of methodological literacy and introspection) necessary:

due to which the interest of children is maintained throughout the lesson,

what requirements of health-saving technology are met,

how children's cognitive activity is activated,

what conditions are created for the development of children's skills to interact, organize communication aimed at solving cognitive and practical problems, solving problem situations,

what techniques, questions, situations are created to master the methods of mental activity (analysis, synthesis, comparison, classification, generalization, abstraction, seriation, concretization, etc.), the development of mental processes, creative abilities, the ability to think, reason, identify relationships and interdependence, establish cause-and-effect relationships,

content that promotes the development of initiative in children, independence, arbitrariness, responsibility, etc. (depending on the age of the children)

a combination of individual, group and frontal forms of work, matching them to the age of children,

the ability to build a system of interrelated questions, tasks that help lead children to answering a question, solving a problem situation,

generalization of children's answers, bringing them to an understanding of the essence of the content of the lesson.

content that guides children to exercise self- and mutual control.

Liliya Fyodorovna Ogorodnik
Consultation for educators "The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard for Education"

The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard

Title page

(name of preschool educational institution)

(GCD type)

(subject)

(age group)

(F. I. O. in full,

job title,

age group of children

group number,

name and number of kindergarten)

(city and year writing)

NOD type: (classes on communicating new knowledge; classes on consolidating knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated)

Type of GCD: (thematic, complex, combined, integrated, dominant, etc.).

GCD theme:

Age group of children:

Program content:

1. Learning tasks what children will be taught in this lesson

2. Developmental tasks that we will consolidate, clarify, not forgetting the development of mental functions and various properties

3. educators tasks what mental, aesthetic, moral and volitional qualities will be formed in this lesson

vocabulary work:

Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In the classes on the development of speech, the tasks from the sections must be entered "Grammar of Speech", "Sound Culture of Speech", "Connected Speech".

Equipment:

Demo material:

Handout:

Previous work educator:

Individual work:

(what individual work, with whom (names and surnames of children are indicated) in which part of the lesson is planned to be held. It is advisable not to forget to enter this work in that part of the lesson in abstract in which you have planned)

Structure and teaching methods GCD:

Structure GCD methodological techniques

1. Introductory part - 3 min. For example:

a) reading a poem

b) observation;

c) verbal didactic game. etc.

2. Main part - 15 min For example:

a) talking about weather events;

b) looking at the weather calendar;

c) compiling stories about the weather;

d) naming sayings about the weather by children;

e) didactic game. etc.

Final part - 2 min a) reading the story;

b) generalization educator;

c) analysis of the lesson (about what knowledge the children showed).

Organization of children GCD:

Reminder! The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts the lesson changes, it describes how the transition from one part of the lesson to another is carried out.

Lesson progress:

Reminder! The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will speak, expected responses of children, generalizations educator. If during the lesson educator you need to perform some action, this is indicated in abstract.

Related publications:

Lesson criteria in accordance with the requirements of the Federal State Educational Standard Municipal state-financed organization"Average comprehensive school No. 2 "CRITERIA OF THE LESSON IN ACCORDANCE WITH THE REQUIREMENTS OF GEF IEO ..

Federal state standard pre-school education defines targets at the stage of completion of pre-school education. They.

Dubovikova Natalya Vyacheslavovna

MBDOU No. 170, Deputy Head for educational and methodological work, the city of Izhevsk

memo in registration of writing a summary of direct educational activitiesin preschool

When writing a summary, the teacher must:

* formulate the goals and objectives of the GCD and its individual stages,

*disclose the structure and subject content of GCD,

*demonstrate mastery of methods and techniques of motivation for educational activities, organization learning activities students,

*illustrate with examples the consideration of the individual characteristics of the pupils and the specific characteristics of the group in which the GCD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:

1. GCD topic;

2. organizational moment;

3. setting goals and objectives;

4. a survey of pupils on the material covered;

5. explanation of new material;

6. consolidation of new material;

7. debriefing.

Stages of work:

Introductory part: Organizing time, including: setting a goal that should be achieved by students at this stage of the GCD (what should be done in order for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students on initial stage and topics of educational activities (taking into account the real characteristics of the group with which the teacher works).

Main part: Introduction to new material. Didactic game(game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.

Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.

Discovery of new knowledge or skill. The teacher, with the help of an introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

Final part : Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things.

Repetition and development tasks. They are given in the summary at the request of the educator.

Summing up the lesson; a description of the positive actions of the pupils, determining the prospects for the knowledge gained (what they learned new, where the new will come in handy).

Title page: Preschool name educational institution(in full, according to the charter), the topic of GCD, a summary of direct educational activities, compiled by: full name, city.

Educational area: socio-communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Integration of educational areas: cognitive development and speech development;

Type: integrated

Children's age:

Forms of direct educational activity: Team work.

Forms of organization: group, subgroup.

Target: The end result is what we are striving for.

Tasks: educational, developmental, educational

Dictionary of new words:(if there is)

Preliminary work:(if carried out)

Equipment and materials:(attributes, material)

The course of direct educational activity (GCD)

A detailed summary is presented, which describes the activities of the teacher and children with the direct speech of the teacher and the expected answers of the children.

How to develop an outline

directly educational activities according to the Federal State Educational Standard

Dear colleagues, I propose exemplary sample summary of directly educational activities. This does not mean that the whole country should write that way. Each region may have their traditions writing summaries. Most importantly, the abstract should reflect modern tendencies preschool development and be methodologically literate.

So, summary:
1. Title. It is not necessary to write the name of the GCD in the title (for example, a summary of the directly educational activity “Visiting Petrushka”). You can simply indicate the direction of activity (“Summary of directly educational activities for cognitive development”). Write the age (group) of children (for older preschool children).

2. You can specify after the title priority educational area in the GCD process and preferably integration with other educational areas, and integration of children's activities.

3. Forms of organization are indicated collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if it is planned).

5. Tasks. I just want to warn teachers against mistakes. Some colleagues write: goals NOD". This is methodologically wrong. Target is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in the younger group? The word "goal" is more correct to write, for example, when developing planning complex(i.e., several) GCD, when developing project(since it is multifaceted) and others extended in time, complexes of educational activities. Especially since There is only one goal, but there can be many tasks.
And for specific suitable for educational activities specific tasks to be resolved by the end this educational activity (after 15 minutes in junior or 35 minutes in preparatory group). That is, if the teacher wrote the task in the summary of the GCD, then he must solve in the GCD process. Therefore, do not write 10-15 tasks in the abstract. Five, maximum six is ​​enough.
You can replace the word "tasks" with the phrase "program content".
In tasks do not write a verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, “to attach”, etc.
Tasks can be divided into 3 groups: developing, teaching, educational(educators). Draw your attention to an interesting nuance: many teachers instead of the word “teaching” write the word “educational”, meaning only teaching tasks. But in the concept "education"(read the law "On Education in the Russian Federation") includes education and upbringing. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developing and educational.

6. The course of directly educational activities.

Introduction(motivational stage). The teacher should motivate children to engage in cognitive (or play) activities with the help of a problem or game situation. The summary describes this situation.

Main part(content, activity stage). The abstract prescribes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, already acquired are consolidated, and problematic issues are resolved.

Final part(reflexive stage). In the abstract, write the questions of the educator, with the help of which he fixes new concepts and new knowledge among the pupils, and also helps the children analyze their own and collective activities in the GCD process.

Memo in the design of writing an abstract

continuous educational activities in the preschool educational institution

When writing a summary, the teacher needs to:
- formulate the goals and objectives of the GCD and its individual stages,
- reveal the structure and subject content of GCD,
- demonstrate mastery of the methods and techniques of motivating educational and educational activities, organizing the educational activities of students,
- illustrate with examples the consideration of the individual characteristics of pupils and the specific characteristics of the group in which the GCD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:
1. GCD topic;
2. organizational moment;
3. setting goals and objectives;
4. a survey of pupils on the material covered;
5. explanation of new material;
6. consolidation of new material;
7. debriefing.

Stages of work:
Introductory part: Organizational moment, including: setting a goal that should be achieved by students at this stage of the GCD (what should be done in order for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works).
Main part: Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.
Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.
The discovery of new knowledge or skill. The teacher, with the help of an introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

Final part: Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things.

Repetition and development tasks. They are given in the summary at the request of the educator.

Summing up the lesson; a description of the positive actions of the pupils, determining the prospects for the knowledge gained (what they learned new, where the new will come in handy).

Title page: The name of the preschool educational institution (in full, according to the charter), the topic of the GCD, a summary of direct educational activities, compiled (a): full name, city.
Educational area:

• socio-communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Integration of educational areas: cognitive development and speech development;
Type: integrated
Children's age:
Forms of continuous educational activity: Team work.
Forms of organization: group, subgroup.
Target: The end result is what we are striving for.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
preliminary work: (if conducted)
Equipment and materials: (attributes, material)
The course of direct educational activity (GCD)

The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard DO (Option 3)

Title page:

name of preschool

age group

FULL NAME. teacher completely

Job title

Age group of children

Group number

Name and number of the kindergarten

(location and year of writing)

2 sheet

GCD type: ( classes to communicate new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated).

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD theme:

Age group of children:

Program content:

• Learning tasks: WHAT SHOULD WE TEACH AT THIS STAGE????
• Development tasks: WHAT WE WILL CONFIRM, REFINE, NOT FORGETTING THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES
• Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED AT THIS LESSON

Vocabulary work:

The words planned to be entered into the active and passive dictionaries are specifically listed.

It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons.

In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included.

Equipment:

Demo material:

Handout:

Previous work as an educator:

Individual work: what preliminary work, with whom (indicate the name, surname of the children) in which part of the lesson it is planned to conduct.

It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned).

Structure and methodological techniques of GCD:

• Introductory part - 3 min. For example:

a) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part - 15 min.

For example:

A) talking about the weather

B) looking at the weather calendar

C) writing a story about the weather

D) naming sayings about the weather by children

E) didactic game, etc.

3. Final part - 2 min.

For example:

A) reading a story

B) generalization of the educator

C) lesson analysis

Organization of children at NOD:

Lesson progress: The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher.

If during the lesson the teacher needs to perform some actions, this is indicated in the summary.